Examining Oral English Language Instruction in Lower Primary Schools in the Cape Coast Metropolis

Abstract

The aim of this study was to investigate the teaching of Oral English language in the lower primary schools in Cape Coast Metropolis. The study sought to identify the methods teachers use in teaching Oral English and the challenges they encounter. Descriptive survey was adopted to guide the study. Ninety lower primary school teachers and 20 headteachers were sampled for the study. The instruments employed for data collection were questionnaire, interview and observation. The study revealed teachers use discussion, and question and answer methods in teaching Oral English lessons. They do not engage pupils in meaningful activities. Majority of teachers do not engage pupils in group work though some had pupils sitting in groups in their classrooms. Some implications derived from the findings are that Oral English should be taught in meaningful situations because children quickly learn their mother tongues and even other languages they are exposed to when used in meaningful and authentic situations. Also there is the need for teachers to integrate the teaching of the language arts. The rationale for the integration is provided by the realization that reading and writing abilities are deeply rooted in the development of oral language knowledge.